Instructional strategies and practice for teaching learners with LD.
Application of teaching methods in a special education classroom setting.
Characteristics of students who have learning disabilities which are manifested in instructional settings. Specific characteristics that are factors in developing comprehensive, longitudinal individualized programs as well as guidelines regarding LD referral, assessment and placement procedures will be presented.
The various etiologies of conditions affecting students with mild/moderate disabilities. Cognitive characteristics of learners with mild/moderate disabilities and the impact on language development, academic performance, social skills, and emotional behavior will be included.
Specific methods designed to facilitate the development of reading skills of students with learning disabilities. A practicum experience is required.
Linguistic and reading needs in the special education classroom setting.
Sequencing, implementing, and evaluating individual learning objectives in a professional setting. Students will select, adapt, and use instructional strategies and materials according to characteristics of the learner.
Specific methods designed to facilitate the development of oral and written language skills among students with learning disabilities.
Learning disability specific methods designed to facilitate the development of mathematics concepts and skills. A practicum experience is required.
The philosophical, historical, and legal foundations of special education that connect with current issues and trends in special education.
A supervised clinical experience, consisting of 14 weeks with 50 percent in a special education resource classroom and the remaining 50 percent in an inclusive regular classroom. The experience includes an exploration of ethical issues, research through analysis and evaluation of teaching, and oral presentation of research results. Pass/Fail credit.
The techniques and practices of diagnostic assessment, including ethical concerns and legal provisions/guidelines. Emphasis is on identifying typical, delayed, and disordered communication and reasoning patterns of individuals with exceptional learning needs.
Functional assessments, behavior intervention plans and positive social, emotional, and behavioral support strategies.